Teachers use this activity for any project where students are asked to create a story on film or another visual presentation (Prezi, PowerPoint), including the Virtual Walking Tour project (students research the Jewish community in their town and create an online tour using Google Maps that others can take). The goal of this activity is to help students see how a story told in film is told through narrative, visuals and audio. Students watch a short Centropa personal story film three times, each time focusing on one aspect of the film-making.
LADINO, LANGUAGE OF THE SEFARDIC JEWS
Grade of class: middle and junior high
Course lesson taught in: transversal during Spanish language and English language lessons
Category of lesson: Jewish Identity/preparation for family root project
We began by watching Centropa’s film So Memory Doesn’t Die, about Teofila Silberring’s harrowing experience during the Holocaust. She was saved from starvation by a kind family friend who gave her blueberry pirogues at key moments, and we focused on the role these pirogues played in her story. After discussing this, students were asked to research an important food in their family, and then to make a cookbook page –either by hand, or digitally – and represent the dish and its importance in the family through images, colors, and design.
In the framework of the Roots project, students choose a family member or a Jewish person, and use modern technologies to create a film presenting the story of that person. Organizing this project, from identifying the person, collecting photographs, making video footages, writing the script, putting together the film - is entirely the responsibility of the students, with the help of the teacher who guides them through the whole process.
Grade of Class:
primary school students aged 11-12 students 13-14 and their parents Number of students in one class: 15 to 17
The familyThe root gives life to a tree. The family gives life to mankind.
By Dragan Gjorgievski
Subject taught: Ethics and Ethics in religion
Utvrđivanje nekih osnovnih pojmova iz gradiva I razreda Građanskog vaspitanja i upoznavanje sa novim pojmovima, proširivanje znanja iz oblasti kršenja ljudskih prava, uočavanje važnosti aktivnog odnosa prema istoriji, usvajanje novih načina saznavanja.
Students make a 3-5 minute film that tells the story of a family member. We start the project by showing Centropa films as models for short films that tell a compelling story through narrative, visual and audio elements. Students interview family members, learn to craft a compelling story about their family, write the narration, collect the photographs and visual images, choose appropriate music and edit everything using film-making software. We conclude the project by having a film festival where we invite parents and each student film is shown. Through this project
This lesson asks students to research family history and to create a project that tells the story of his/her family origins. Using the Centropa films about Max Uri and Jozsef Faludi students examine issues regarding Jewish identity and cheder (Jewish religious school) and students compare specific issues in the films with their own lives today. Then, the lesson employs Centropa-inspired techniques to ask students to create their own short films about their personal family history.
Students interviewed and took pictures of a relative while they prepared a favorite family recipe. The students then created a PowerPoint presentation that included their relative preparing the dish; background information about the recipe and the family member; and a recipe from Centropa that will highlight the similarities in Jewish cooking. Students’ interactions through family collaborative tasks can provide opportunities for them to acquire knowledge that may ultimately influence their personal development and growth.